Case Study: Software tutorials using Lynda.com

This case study looks at how Lynda.com is being used in Architecture to support students to learn 3D modelling software.

Background

The
architecture curriculum in England comprises four areas of learning: the design
studio project, communication and representation, history and theory of
architecture, and building technology.

This
case study focuses on the communication and representation methods using
digital tools which forms part of our contents for the 2nd year BA
(Hons) Architecture programme. These relate to the appropriate modes of
communication of architectural design processes and products, including digital
drawing (CAD), 3D modelling, and some elements of digital fabrication and
building information modelling.

This
entails a rather large student workload associated to software learning,
however it requires linkages and content coordination with other associated modules.
For instance, the communication of schematic design development in the form of
digital drawings is more relevant for early stages of a design process, as well
as a 3D modelling tool supporting building detailing is more relevant for advanced
stages of the design process.

What has changed and the introduction of Lynda.com

It
is fundamental that students’ self-directed learning involves software learning
as well as developing the capacity to apply that knowledge as part of their
design studio work. Moreover, software learning often implies an individual
mode of study (following a step-by-step tutorial) - this greatly challenges the
collaborative nature of design studio work.

Lynda.com provides a flexible
approach to software learning tailored for this mode of study. In order to deliver
a comprehensive technology-supported experience, a number of changes have been
implemented within the last three academic years, which includes the development of
workshop delivery systems consisting of combined learning mechanisms, including
existing online tutorials from Lynda.com as part of group collaborative work.

What were the benefits of using Lynda.com for students and tutors?

A more
diversified delivery facilitated session planning as the module is no longer a “software tutorial” course, but instead a design course with software self-directed
learning components and workshops. This had a positive impact on engagement and feedback from students and associate tutors in both the module
as well as design studio courses.

Positive aspects of using Lynda.com in this scenario

Lynda.com
and other online mechanisms to support our delivery had an overall
positive impact on the course. While we utilised these resources for teaching
activities, it has been observed that students engage with these resources
outside teaching hours as part of self-directed learning.

Other positives for using Lynda.com and a learning tool includes:

the segmentation of content in short yet targeted tutorials for specific topics; this greatly enhanced the students’ experience

the monitoring of course(s) completion through LinkedIn, becoming a potential employability factor

the large amount of courses,
often addressing similar (or the same) software but for different users
and professional knowledge niches.

Testimonial

Very welcoming introduction of software teaching in Y2. Tutor very excited about the opportunity and how software can be part of the fabrication process. However, this is only taught in Y2 and it would be interesting to see more continuity across the BA.

External examiner Ms Alice Dietsch (2015):

Future ideas and considerations

Further work is being planned to engage with
professional skill-sets and more broadly, to correlate students’ inductions and
software learning (often an individual process following a tutorial) with
professionally established modes of architectural production and situated
learning (often collaborative and open-ended).

Given the rapid pace of technology
development and the release of new, updated digital tools, the module requires a
constant review in order to stay up to date with relevant resources for
students’ work.